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Lee, Yun-Ryoung. "Memories of childhood /." Online version of thesis, 1995. http://hdl.handle.net/1850/12168.
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Connell, Paul Marshall. "Perspectives on Childhood Consumption Memories." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195534.
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The armchair social scientist will notice that individuals frequently refer to consumption that occurred in childhood. Books, toys, movies, cartoon characters, and even favorite foods are just a few examples of these childhood consumption referents. In her now well-cited and classic study on 15 different consumer-brand relationships, Fournier (1998) identified individual's relationships with childhood consumption referents and called them childhood friendships. Nevertheless, there is a relative dearth of consumer research exploring effects of marketing that begin in childhood and extend into adulthood, what functions childhood friendships might serve, and what consequences there might be to these relationships. In my dissertation, I aim to contribute to the consumer psychology literature with two separate essays pertinent to childhood friendships. In the first essay, I explore the meaning of these relationships and the functions they serve in consumer identity throughout the life cycle. In the second essay, I examine effects of early childhood brand relationships on biased judgments and decision-making.
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Worledge, George. "Determinants in the adult recall of autobiographical childhood memories." n.p, 1997. http://ethos.bl.uk/.
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Worledge, George. "Determinants in the adult recall of autobiographical childhood memories." Thesis, Open University, 1998. http://oro.open.ac.uk/57917/.
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This thesis investigated the characteristics of childhood memories that remain accessible over the whole life span. On the assumption that one of the primary purposes of autobiographical memory is its adaptive function, it was hypothesised that, in order to fulfil this function, autobiographical memories must include an affective component. That is, each memory will consist of a record of an experienced event together with the accompanying emotion so as to mediate an appropriate behavioural response in similar future circumstances. For the same reason, it was also predicted that, as a person grows older, selected childhood memories will still retain their emotionality, vividness and personal importance. A detailed analysis of the nature of childhood memories was undertaken and evidence to support these hypotheses was sought in three separate studies. In Study 1, a structured interview was used and 109 people aged between 21 and 91 years were asked to free recall memories drawn from within three - year periods of childhood from birth to 18 years. Subjects' ratings were used to explore the characteristics of these memories and the effects of age encoding subject age and subject gender were systematically examined. In contrast with previous research, it was found that 83 % of subjects could recall memories from below three years of age. Uniformly high ratings of emotionality showed that the affective component, as predicted, was high across all encoding. ages and showed no decline with subject age. Ratings of clarity and realism were also unaffected by subject age. The incidence and vividness of sensory imagery increased with age of encoding, but, again, did not decline with subject age. Although most vivid memories involved imagery, 15%of subjects sometimes claimed to recall vividly without imaging. These findings suggest that the affective component may have been contributing to overall vividness. Study 2 using, cued recall, compared latency of response for emotion cued words and object cued words and also used ratings to examine the characteristics of the retrieved memories. Memories were retrieved Faster to object cues but these memories were still rated high in emotionality. Memories retrieved to emotion cues, although slower to access, were rated as more important, more emotional, more unusual and more frequently recalled. Cue type was therefore shown to be a powerful factor in determining accessibility, overriding other memory characteristics. Although in Studies 1 and 2 subjects selected their own memories, Study 3 tested the retention of details of early experience of school life as designated by the researcher. It was found that detailed memories could still be recalled even in old a`e and that the rate of forgetting declined steadily with age This evidence of persisting retention of early childhood experience is consistent with the view that such memories serve a functional role in that they are an integral part of the 3 individual's self history and developing self concept. The research provides a substantial body of data detailing, the topics recalled From different periods of childhood and the nature of the memories and charts the remarkable stability of these memories across the life span.
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CARDOSO, CARLA DA LUZ RODRIGUES. "A LOOK IN THE PAST: MEMORIES OF CHILDHOOD IN TANGUÁ." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31753@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
Um olhar no passado: Memórias de Infância em Tanguá tem como objetivo estudar as memórias de infância de velhos moradores da cidade. Esta dissertação busca a compreensão das seguintes questões: qual a relação entre a cidade de Tanguá e as crianças ao longo de sua história? Qual a importância da recuperação das memórias de vida dos velhos moradores da cidade para o trabalho com a educação infantil? Analisar as memórias de infância visa responder a estas questões para conhecer o lugar da infância na história da cidade. Visa também descortinar a visão de infância que ao longo da história foi construída pelos moradores e revelar outras histórias de Tanguá que não foram contadas na história oficial. Foram escolhidos como referências teóricas desta dissertação os autores: Walter Benjamim, Ecléa Bosi e William Corsaro. Estes produziram obras que, por caminhos diferentes, valorizaram a narração, o encontro e a relação entre os seres humanos como princípio que permite a compreensão crítica da realidade e da história e a participação na vida social.O primeiro capítulo traz os caminhos que levaram à estruturação desta pesquisa, os objetivos, a apresentação da cidade de Tanguá, a relação da pesquisadora com a cidade, bem como a revisão bibliográfica e a metodologia utilizada. No segundo capítulo estão as relevantes contribuições dos autores, citados acima, para esta dissertação, contribuições estas que foram fundamentais para pensar qual o lugar da infância na cidade de Tanguá ao longo da história e para a compreensão do valor da narrativa no trabalho com crianças na educação infantil. O terceiro capitulo apresenta um breve resumo sobre a história de cada entrevistado e sua relação com a cidade, o trabalho e a vida. O quarto capítulo traz as análises das histórias de vida e as categorias que emergiram das narrativas dos velhos moradores da cidade. No quinto capitulo as memórias são analisadas sob o prisma das possibilidades educativas que estas possuem para as futuras gerações da cidade, especificamente para o trabalho com a Educação Infantil. O capitulo final, parte do que é possível aprender com as histórias de vida e traz recomendações para a valorização da narrativa no trabalho com a educação infantil.
A look to the past: Childhood memories in Tanguá aims to study childhood memories of old residents of the city. This dissertation seeks understanding of the following questions: what is the relationship between the city of Tanguá and children throughout your history? What is the importance of rescuing memories of life from the old residents of the city to work with early childhood education? Analyze the childhood memories aims to answer these questions to get to know the place of childhood in the history of the city. It also aims to uncover the vision of childhood that throughout history was built by locals and reveal other Tanguá stories that have not been told in the official story. Were chosen as theoretical references of this dissertation authors: Walter Benjamim, EcléaBosi and William Corsaro. These had produced works that, for different ways, had valued the narration, the meeting and the relation between the human beings as principle that allows to the critical understanding of the reality and history and the participation in the social life. The first chapter brings the ways that had led to the structuring of this research, the objectives, the presentation of the city of Tanguá, the relation of the researcher with the city, as well as the bibliographical revision and the used methodology. In the second chapter are the relevant contributions of the authors, mentioned above, for this dissertation, these contributions were fundamental to think what the place of childhood in the town of Tanguá throughout history and to understand the value of narrative in the work with children in early childhood education. The third chapter presents a brief summary about the history of each respondent and your relationship with the city, work and life. The fourth chapter brings the analysis of life stories and categories that emerged from the narratives from the old residents of the city. In the fifth chapter the memories are parsed on the prism of educational opportunities that they have for future generations of the city, specifically to work with early childhood education. The final chapter, starts from what you can learn of the stories of life and brings recommendations for enhancement of the narrative at work with early childhood education.
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Doughty, Claire M. "Memories of East German childhood popular representations of the contested past /." Connect to resource, 2005. http://hdl.handle.net/1811/415.
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Thesis (Honors)--Ohio State University, 2005.Title from first page of PDF file. Document formattted into pages: contains 98 p. Includes bibliographical references (p. 93-98). Available online via Ohio State University's Knowledge Bank.
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Tsai, Amy Chia-Mei. "Exploring gender differences in attitudes towards repressed memories of childhood abuse /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9057.
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Grelz, Karin. "Beyond the noise of time : readings of Marina Tsvetaeva’s memories of childhood." Doctoral thesis, Stockholms universitet, Slaviska institutionen, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-46.
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Although quite a few researchers have pointed to the significance of the childhood theme in Tsvetaeva’s work, no systematic analysis of her work has been done from this perspective. Nor have her childhood reminiscences been treated as a thematically consistent whole, but have rather been read as instances of the poet’s prose in general. The present study examines Marina Tsvetaeva’s memories of childhood in the context of her work and in the context of the cultural and political reality to which these reminiscences refer and in which they were written—i.e., Russia around the turn of the century and the Russian émigré world of 1930–1937. In the introductory investigation of the presence of the childhood theme in Tsvetaeva’s oeuvre, it is found that idealization of the naive, innocent state is a relatively constant feature and that the childhood memories can be read as a culmination of this set of motives. It is also stated that Tsvetaeva’s continuous striving in her poetry away from the world, out of time, is an integral part of the childhood thematics. This tendency is traced, in connection with the childhood theme, to the influence of writers of the late Russian Symbolist movement as well as to Boris Pasternak and Rainer Maria Rilke—all with roots in literary Romanticism. Childhood is moreover found to be something of a key theme that reveals fundamental differences in the relation to memory and language among the authors of Russian modernism. In Tsvetaeva' s case it is shown that her childhood memories contain the romantic essence of her aesthetics. The study also touches upon the symbolic and allegorical dimension of the texts—Tsvetaeva’s “otherspeak” in her prose. It is shown that the central scenes of these texts can be read as illustrations of an artistic and linguistic experience. In this regard the author’s narrative of childhood also appears to have been a suitable medium for articulating controversial aesthetic statements and taking a stand for an historical past and literary tradition that at the time seemed doomed to oblivion.
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Nolan, Linda Hofstetter. "Memories of Early Childhood : a composition for mixed choir with organ accompaniment /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768795996595.
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Grelz, Karin. "Beyond the noise of time : readings of Marina Tsvetaeva's memories of childhood /." Stockholm : Almqvist och Wiksell International, 2004. http://books.google.com/books?id=_jdgAAAAMAAJ.
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Katz, Zender. "Canadian psychologists' education, trauma history, and the recovery of memories of childhood sexual abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0028/NQ51879.pdf.
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Barker, Lisa A. "A reality monitoring approach to distinguishing true and false memories of childhood sexual abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ46217.pdf.
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Clarinval, Olivier. "Temple of the unfamiliar : childhood memories in Nina Bouraoui, Ying Chen, and Gisele Pineau /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6208.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 205-213). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Clarinval, Olivier 1966. "Temple of the unfamiliar: Childhood memories in Nina Bouraoui, Ying Chen, and Gisele Pineau." Thesis, University of Oregon, 2007. http://hdl.handle.net/1794/6208.
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ix, 213 p. A print copy of this title is available from the UO Libraries, under the call number: KNIGHT PQ673 .C53 2007This dissertation is an analysis of the ways in which the remembered past of childhood is inscribed in four francophone novels written at the turn of the twenty-first century: Nina Bouraoui's L'âge blessé and Garçon manqué, Ying Chen's Le champ dans la mer, and Gisèle Pineau's L'espérance-macadam. These texts belong to a substantial corpus of contemporary narratives in which the remembering of childhood experiences plays a central role. Within that corpus we find a new approach to childhood emerging, one in which an unfamiliar past returns through the remembered voice of a wounded child. This voice overwhelms the text, fracturing the narrative through the irruption of images that it cannot contain. This dissertation is a study of the characteristics of this new "aesthetics of rupture." Memories of childhood in these texts are overshadowed by shattering past events that went unrecognized and unacknowledged. As a result of the wounds inflicted upon the child, the adult narrator remembers the past through physical symptoms of pain. Far from suturing the wounds of the past, remembering childhood becomes an incessant confrontational engagement with past traumas. The reader is then able to hear the scream of the wide-eyed child through a process of empathetic identification with the narrator's visceral memories. My introductory chapters provide a historical context to the development of representations of childhood in French and Francophone literature. Chapter III studies the ways in which childhood memories can actualize the past as a set of interruptive and destabilizing images. Theories of the non-representational revelation of the past serve as a starting point to my reading of Bouraoui's L'âge blessé. Chapter IV concentrates on the affective quality of memories so as to understand the narrator's ambivalent affective relationship to the past of childhood in Chen's Le champ dans la mer. Chapter V attempts to capture the ways in which the memory of a child's voice can be heard as a literary scream in Bouraoui's Garçon manqué. Chapter VI is a reading of Pineau's L'espérance-macadam in which I take into account the unseen gaze of the child to consider the role of hope in this text.
Adviser: Karen McPherson
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Theiler, Stephen Samuel, and stheiler@swin edu au. "The efficacy of early childhood memories as indicators of current maladaptive schemas and psychological health." Swinburne University of Technology. School of Social and Behavioural Sciences, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.162326.
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This thesis investigates theoretical propositions of Beck (1996), Epstein (1987), and Young (1999) that suggest maladaptive schemas operating as deep unconscious cognitions are intrinsically linked to the psychological health and wellbeing of the individual. To date, research on psychological health has mainly used self-report measures that focus on conscious processes. The primary aim of this thesis was to explore particular maladaptive schemas that purportedly operate unconsciously and to examine their relationship with self-reported psychological dysfunction. Bruhn�s (1990a) Cognitive Perceptual Theory of early childhood memories was employed as a vehicle to access schemas deemed outside of conscious awareness. These unconscious schemas were investigated in conjunction with current self-reported maladaptive schemas in Study 1 and psychological symptoms in Study 2.
The participants in Study 1 comprised 249 undergraduate first year psychology students. There were 198 women and 50 men with a mean age of 22 years who were asked to write down four early childhood memories. The first two memories were spontaneous in order to reveal the most pressing underlying schemas. The next two early memories requested were relating to mother and to father, to gain schema information about relationship dynamics. The participants then filled out the short-form of Young�s (1998) Schema Questionnaire (YSQ-S). Independent raters coded the memories for Young�s (1994) Early Maladaptive Schemas, and Last and Bruhn�s (1992) Object Relations categories of �Perceptions of Others�, �Perceptions of the Self�, �Perception of Environment�, and �Degree of Interpersonal Contact�, and �Individual Distinctiveness�. Polyserial correlations indicated that there were significant relationships between maladaptive schemas represented in early memories and self-reported maladaptive schemas. However, the lack of maladaptive schemas in memories being linked to the same maladaptive schemas that were being self-reported, suggested that the schemas represented in memories were tapping into a different source of information than conscious self-reports. A Discriminant Function Analysis (DFA) was performed with the sample divided into three groups (low, medium and high YSQ-S scorers). The results showed that maladaptive schemas identified in early memories that corresponded to Young�s (1990) �Disconnection and Rejection� domain and, Last and Bruhn�s (1992) Object Relations theme of �Perceiving the Environment as Unsafe�, were significant predictors of people in the group with high levels of self-reported maladaptive schemas. These variables also differentiated people in the high group from those in the low group at a greater rate than chance (33 percent). Fifty�six percent of people were correctly allocated to the high group on the basis of representations of these particular schemas in their memories. When only the low and high groups were analysed, using individual schemas rather than domains, �Mistrust/Abuse�, �Social Isolation�, �Emotional Deprivation� and �Subjugation� schemas in the first analysis and �Perceptions of the Environment as Unsafe� in the second analysis were found to be significant predictors. These predictors correctly classified 70 percent of cross-validated cases in the high groups in both analyses.
For Study 2, the participants comprised 278 undergraduate first year psychology students. There were 65 men and 206 women with a mean age of 22 years who provided accounts of four early childhood memories as in Study 1. They also completed the Brief Symptom Inventory (BSI; Derogatis, 1993). As with Study 1, the accounts of the completed early childhood memories were coded by independent raters who examined the memories for Young�s (1994) Maladaptive Schemas and Last and Bruhn�s (1992) Object Relations categories. Additionally, following each memory, the participants rated their memories using Hermans and Hermans-Jansen�s (1995) list of Affect Terms.
The sample was divided into three groups on the basis of the General Severity Index [GSI] scores (low, medium and high scorers) that were derived from the BSI (Derogatis, 1993). A Discriminant Function Analysis showed that maladaptive schemas identified in the memories that corresponded to Young�s (1990) �Disconnection and Rejection� domain were significant predictors of people in the group with high levels of self-reported psychological symptoms (Derogatis, 1993). Fifty percent of people (which is greater than the chance rate of 33 percent) were correctly predicted as belonging to the high group on the basis of representations of schemas from this domain.
In another DFA analysis that used individual schemas instead of domains, �Abandonment� and �Insufficient Self-Control�, together with �Perceiving the Environment to be safe� and �Negative Affect�, were found to be significant predictors that correctly allocated 58 percent of people into the high GSI group. Further analysis using only the low and high groups resulted in 83 percent of people in the high group being correctly identified on the basis of representations of �Abandonment�, �Insufficient Self-Control� and �Perceiving the Environment to be safe�. These results endorse the relevance of the relationships among an underlying sense of abandonment and insufficient self-control with high levels of psychological symptoms of distress.
Taken together, the findings from both studies support the theoretical proposition that schemas residing outside of conscious awareness can have a pervasive link with psychological health and wellbeing. A particularly important discovery was that a relatively small number of schemas centered around perceptions of �Disconnection and Rejection� from others, that were operating unconsciously, were significantly linked to people in both studies who reported a wide range of psychological difficulties. It was concluded that investigating object relations, affect, and Young�s (1990) maladaptive schemas in early memories, is an efficient and possibly essential method of gaining information that may otherwise not be obtained from self-report measures exclusively. Consequently, in therapy, maladaptive schemas associated with disconnection and rejection represented in clients� early childhood memories can be viewed as very important unconscious schemas to examine. This is especially necessary given that these schemas may not be consciously accessed or easily articulated by clients, and yet seem to be intrinsically linked to a range of conscious psychological difficulties.
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Porter, Stephen. "An architectural mind, the nature of real, created, and fabricated memories for emotional childhood events." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ34611.pdf.
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DiMito, Anne M. "Memories and imagings of traumatic and nontraumatic events by women survivors and childhood sexual abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ26952.pdf.
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Mohr, Shelley. "Mothers' memories of childhood peer experiences, associations to child-rearing behaviours and children's social competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ37050.pdf.
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Weber, Benjamin. "Positive memories? A narrative analysis about positive experiences during a war childhood in Sarajevo under siege." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23507.
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MORENO, RODRIGO RUAN MERAT. "TEACHERS MEN IN EARLY CHILDHOOD EDUCATION IN THE MUNICIPALITY OF RIO DE JANEIRO: VOICES, EXPERIENCES, MEMORIES AND STORIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31131@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
A presente investigação de mestrado tem como objetivo conhecer e compreender como as trajetórias de vida fizeram com que os homens escolhessem o ofício da docência relacionada à Educação Infantil, além de analisar o processo de inserção e permanência no cotidiano com as crianças e perceber como a memória e as experiências contribuíram para o desenvolvimento da identidade profissional desses docentes. Como cenário, temos a Rede Municipal de Educação Carioca, que é considerada a maior Rede da América Latina e que teve como marco a classificação e convocação de docentes do sexo masculino nos concursos específico para a Educação Infantil nos anos de 2010 e 2012. Tal pesquisa possui um caráter qualitativo e utilizou a metodologia das Histórias de Vida atreladas às entrevistas, como meio de obtenção de dados que respondessem as diferentes questões que permearam o estudo. No decorrer da investigação foi desenvolvido um mapeamento dos Professores Homens que atuam na Educação Infantil olhando diferentes perspectivas: Nacional, Regional, do Município do Rio de Janeiro e suas Coordenadorias Regionais de Educação (CREs). Foram entrevistados 15 homens de diferentes CREs tratando de diferentes assuntos, dentre eles: Formação, Escolha da Profissão, Cotidiano na Educação Infantil, Gênero, Masculinidades, Identidade Docente, dentre outros. Salienta-se que não traremos um caráter de denúncia, como utilizado em muitos estudos encontrados, mas consideraremos diferentes eventos como aspectos relevantes na constituição da identidade docente e pessoal. Temos como marco teórico os estudos de Louro (1998), Connell (1995), Scott (1990), Nóvoa (1995), Huberman (1995), dentre outros.
The present research aims to know and understand how the life trajectories have made men choose the teaching profession related to Early Childhood Education, besides analyzing the process of insertion and permanence in the daily life with the children and to perceive how the memory and the experiences contributed to the development of the professional identity of these teachers. As a scenario, we have the Carioca Municipal Education Network, which is considered the largest Network in Latin America and had as a landmark the classification and convocation of male teachers in specific competitions for Early Childhood Education in the years 2010 and 2012. Such research has a qualitative character and used the methodology of Life Stories linked to the interviews, as a means of obtaining data that answered the different questions that permeated the study. In the course of the investigation, a mapping of the Teachers Men who work in Early Childhood Education was developed, looking at different perspectives: National, Regional, Municipality of Rio de Janeiro and its Regional Education Coordinations (CREs). Fifteen men from different CREs were interviewed, dealing with different subjects, among them: Formation, Choice of Profession, Daily Life in Childhood Education, Gender, Masculinities, Teaching Identity, among others. It should be pointed out that we will not have a denunciation character, as used in many studies, but we will consider different events as relevant aspects in the constitution of the teaching and personal identity. We have as theoretical framework the studies of Louro (1998), Connell (1995), Scott (1990), Nóvoa (1995), Huberman (1995), among others.
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Alvarez, Susana. "Interlaced Distortions." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308186327.
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Yang, Hyeunjin. "Personal stories to visual representation : ‘The stories of Zili’." Thesis, University of Kalmar, School of Communication and Design, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-712.
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I represented a person’s stories and memories of childhood through the material called glass, and found a method to approach personal stories.
To do this, the medium to express my conception that is express of the personal experience and extreme situation on glass was based. The most significant point of study was realizing the nature of emotions and meanings within a person’s life. As well as special instruments and to analyze whether it is an appropriate expression.
Accordingly with this, I collected individual stories from Zili and tried to comprehensively understand the cause behind. For that I approached different cases of psychology theory to compare. After I analyzed the colour and object that relate to memories or the person. Expression of artefact I created from foundational theory through my perspective. I represented in magnification of memories as an expression on glass artefacts for respect of peoples diversity life.
This led me to make more concrete context in practical work and theoretical tool as well.
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Darnell, Kyle S. "Godself." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1123.
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This thesis paper supports the Master of Fine Arts exhibition at the Slocumb Galleries, East Tennessee State University, from February 11th through February 15th, 2013. The exhibit is divided into two sections: Reflecting and Remembering. Reflecting is composed of eleven relief woodblock prints depicting a story of the artist as God. Remembering is composed of multi-media pieces that are interpretations of Reflecting. The show Godself explores the influence of memory and self-confidence told through an allegorical tale of the birth and death of Jesus Christ. The discussion of memory and the effect it has on one’s present is told from the perspective of the character Kyle and his transition to a state of being known as the Godself. The following expands on the ideas, influences, techniques, and concepts that helped to create the exhibit.
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VENDAS, FERNANDA ALVES. "FROM ZERO TO REFERENCE CENTER: TRADITIONS, MEMORIES AND IDENTITIES IN THE IMPLANTATION OF EARLY CHILDHOOD EDUCATION IN COLÉGIO PEDRO II." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32238@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O tema desta dissertação são as estratégias de transmissão da tradição e da memória desenvolvidas no Centro de Referência em Educação Infantil Realengo (CREIR) do Colégio Pedro II. O objetivo deste trabalho foi pesquisar e analisar práticas docentes desta natureza, utilizadas durante o processo de implantação desta etapa de ensino, em uma instituição centenária, no período compreendido entre os anos de 2012 e 2016. Para refletir o conceito de memória foram escolhidos como referências teóricas Halbwacks (1990) e Pollak (1992), ajudando na compreensão da memória enquanto uma produção coletiva e social, de inferência histórica. Benjamin (2012) ajuda a refletir a tradição enquanto um movimento histórico-cultural e em contínua reconstrução a partir de seus diferentes narradores. Trata-se de uma pesquisa qualitativa que utilizou como fontes entrevistas semiestruturadas com a gestão e com docentes que participaram do processo, documentos institucionais e a observação do cotidiano escolar. A partir da análise foram identificadas ações pedagógicas que objetivaram a transmissão de tradições ao mesmo tempo em que se buscava a construção de uma identidade e de sentidos próprios da Educação Infantil em uma tradicional instituição de Educação Básica no Brasil.
The theme of this dissertation is the transmission strategies of tradition and memory developed at the Reference Center on Early Childhood Education Realengo (CREIR) of Colégio Pedro II. The objective of this work was to research and analyze teaching practices of this nature, used during the implementation process of this stage, in a centennial institution, between the years of 2012 and 2016. To reflect the concept of memory were chosen as theoretical references Halbwacks (1990) and Pollak (1992), helping to understand memory as a collective and social production of historical inference. Benjamin (2012) helps to reflect the tradition as a historical-cultural movement and in continuous reconstruction from its different narrators. This is a qualitative research that used as sources semi-structured interviews with the management and with teachers who participated in the process, institutional documents and the observation of school everyday. From the analysis, pedagogical actions were identified that aimed at the transmission of traditions at the same time as the search for the construction of an identity and of the proper meanings of Early Childhood Education in a traditional institution of Basic Education in Brazil.
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Wilson, H. E. "Childhood memories of post-War Merseyside : exploring the impact of memory sharing through an oral history and reminiscence work approach." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6610/.
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This study used an oral history (OH) and reminiscence work (RW) approach to explore childhood memories of Merseyside, England, United Kingdom, in the period following the Second World War. Interviews were conducted with ten volunteers between 60 and 70 years of age from communities across Merseyside, collecting unique reminiscences. The researcher used a qualitative research approach to obtain and analyse the findings. Semi-structured interviews were conducted on a one-to-one basis and findings were analysed thematically according to emergent themes. Firstly, the interview transcripts were analysed to identify the social conditions which impacted on childhood experiences. Then, the researcher created a Memory Tree Model (MTM) and revisited the same participants to focus on the reflective aspect of the reminiscence process itself; thus, each participant was interviewed twice, allowing adequate scope for reflection. The researcher wrote a series of memoir chapters to present and discuss the research findings in a way that captured the essence of childhood and adequately represented the impact of reminiscence. This thesis explores the social conditions of childhood during the post war years in Merseyside and in doing so has prompted the researcher to develop a tool to support the reminiscence process. Overall, the participants found the experience to be a positive one, with therapeutic benefits, even when recalling negative memories. The majority of the participants (n=9) found the Memory Tree Model and reflective reminiscence work interview easier and more supportive than the open-microphone oral history interview. Each of the participants continued to reminisce in the months between the first and second phase of interviews and had started to engage in reminiscence with their families. The results were linked to the research and practice outcomes of a heuristic model of reminiscence to explain the impact that reminiscence had on those who took part. In theorising the use of both an oral history and reminiscence work approach, this thesis informs others working with reminiscences, in better understanding the impact on those who are engaging in this type of research. It also demonstrates an understanding of the relationship between social research and community engagement. The researcher was given the opportunity to disseminate the findings in a public forum via an exhibition at the Museum of Liverpool Life (MLL); this established that both OH and RW can be a positive experience for participants and enrich the wider community. Recommendations for future practice include increasing access to public reminiscence workshops, enabling people of all ages to benefit from its qualities. This would be an enriching practice in society, not only facilitating the process of reminiscing, but also bridging gaps between generations and cultures, building networks and bringing communities closer together. The research contributes to the body of knowledge by providing insight into the social conditions of childhood in post-war Merseyside through a set of unique and candid childhood memories. The researcher achieved this by opting to use a multi-method participatory approach for gathering the research findings; a pictorial tool was created and used to support the participants in this process. Furthermore, a collaborative approach fostered community engagement in the form of an interactive museum event which provided a platform for public engagement and additional memory sharing.
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Escobar, Vera Regina Bolsson. "Escola Infantil Canguru (1977-2005): um estudo a partir de memórias e documentos." Universidade do Vale do Rio dos Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4250.
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O presente trabalho de pesquisa, intitulado “Escola Infantil Canguru (1977- 2005): um estudo a partir de memórias e documentos” aborda parte significativa da história e memória desta instituição educacional, de natureza privada, situada no município de Porto Alegre/RS. Os dados levantados permitem comprovar que desde sua fundação, a escola atua com Educação Infantil, envolvendo propostas de inclusão de crianças portadoras de necessidades especiais a partir de projeto pedagógico, no qual o cuidar e o educar estão sempre presentes. Além disso, a investigação permitiu verificar que a meta de formação continuada dos seus professores manteve-se constante. A pesquisa foi concretizada por meio de documentos preservados no arquivo passivo da escola e também por meio de depoimentos de sujeitos que, de alguma forma, fizeram parte do processo de construção desta trajetória. O trabalho analisa as práticas educativas desenvolvidas com os pequenos, bem como a abrangência de oportunidades em termos de formação continuada. Os depoimentos buscaram evidenciar as possibilidades de formação de crianças, docentes, funcionários e demais pessoas ligadas à instituição, dando um sentido bastante significativo ao potencial de pesquisa que emerge dos documentos materiais e circunstanciais, a partir de pessoas, imagens e práticas observadas nessa instituição.
This survey, entitled “Infantile School Kangaroo (1977-2005): a study from memories and documents”, discuss about the history and the memory of this private educational institution, localized in the Porto Alegre/RS/Brasil. The research proves that since the foundation, the school focus on childhood education, specially on children with special necessities. This institution focus also on the teacher’s permanent formation. The survey was accomplished by school’s documents and through testimonies from people that have contribute to the construction process. The survey analysis the educational practices and its reach in terms formative. The testimonies put on evidence the care from the teachers to the children, the permanent teacher’s courses, giving to it’s a sufficiently meaning sense to the survey’s potential that emerges from material and circumstantial documents from people, pictures and practices observed in this institute.
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Breda, Bruna. "Infância: imagens e memórias de adultos." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16122010-102130/.
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A pesquisa tem por objetivo identificar quais imagens da infância os adultos têm. Foi desenvolvida em uma perspectiva qualitativa com o propósito de compreender o que pensam acerca da infância e coletou memórias de infância de nove adultos que têm em comum o fato de seus filhos frequentarem uma instituição pública de educação infantil. Sustentada pelo referencial teórico da Sociologia da Infância compreende a infância enquanto categoria da estrutura social em sua divisão geracional. Utiliza os paradigmas da área acerca da construção social, histórica e cultural das imagens e representações de infância. Com o apoio das teorias da Memória Coletiva a pesquisa compreende a influência que o passado exerce na percepção do presente e na construção de concepções e imagens, neste caso, da infância. A pesquisa de campo revelou que tanto as experiências vividas pelos sujeitos adultos quando crianças como as representações sociais da infância exercem influência na maneira de se conceptualizar e imaginar a infância nos dias de hoje.This research aims to identify which childhood images adults have. It was developed in a qualitative perspective with the purpose of understanding what they think about childhood and collected childhood memories from nine adults that share the fact of their children attend the same public kindergarten. Based on the theoretical framework of Sociology of Childhood understands childhood as a category of social structure in a generational division. The research uses the fields paradigm of socially, historically and culturally constructed images and models of childhood. Supported by the Collective Memory theories the research understands the influence that past has upon the presents perception and upon the conceptions and images of childhood construction, in this case. The field research revealed that both the experiences of these adults while they were children and social models of childhood influence the manner of conceiving and imagining childhood nowadays.
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Spitzer, Brenda L. "Memory work in the therapy of women survivors of childhood sexual abuse, the impact of recounting graphic details of abuse memories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ55719.pdf.
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Homrich, Marcele Teixeira. "Infância e memórias de professoras de educação infantil." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1977.
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A presente pesquisa, que tem como foco infância e memórias de professoras de educação infantil, parte da seguinte questão: como as memórias de infância estão relacionadas à prática de professoras de educação infantil? Tomou-se como ponto de partida as concepções de infância trazidas por Áries; a seguir, foram apontadas algumas idéias dos manuais desenvolvidos por Erasmo - Civilidade Pueril, e pela Companhia de Jesus - a Ratio Studiorum, e por Comenius - a Didática Magna, além da tese de Neil Postman sobre o suposto desaparecimento da infância. Optou-se por dimensões da psicanálise como um dos referenciais para interpretação dos depoimentos colhidos. Para tal, foram considerados o texto Totem e Tabu de Freud, assim como as discussões acerca das relações possíveis entre psicanálise e educação, especificamente complexo de Édipo e docência, trazidas por: Kupfer, Lajonquiére, Pereira e Millot. A pesquisa delineou-se como qualitativa, optando-se pela história oral, com entrevistas seguidas de transcrições. Alguns m
The present research, which aims at childhood and the memories of young education teachers, bases on the following question: how are childhood memories related to the young education teachers’ practice? It was taken as a starting point for the childhood conceptions brought by Ariès. After that, some ideas on the manuals developed by Erasmo were pointed out – Puerile Civility and by Jesus Company – a Ratio Studiorum, and by Comenius – the Magna Didactic as well as the Neil Postman thesis on the supposed disappearance of childhood. Psychoanalysis dimensions were chosen as one of the references for the interpretation of the collected testimonials. For such a task, the text Totem and Taboo from Freud was considered along with the discussions about possible relations between psychoanalysis and education, specifically the Oedipus complex and docence brought by Kupfer, Lajonquiére, Pereira and Millot. The research was characterized as qualitative, with oral history and interviews followed by the transcriptions. Some
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Santos, Tatiane Silva. "Labirintos da memória: os espaços para a reconstrução da infância em El Archipiélago de Victoria Ocampo, Cuadernos de infancia de Norah Lange e Infância de Graciliano Ramos." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-10062013-120906/.
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Esta dissertação tem como objetivo o estudo comparativo entre três textos de memórias de infância: dois argentinos, El archipiélago, de Victoria Ocampo (1979) e Cuadernos de infancia, de Norah Lange (1937), e outro brasileiro: Infância de Graciliano Ramos (1945). A análise sobre a configuração das narrativas nestes livros indaga como a recuperação do espaço delineia a reconstrução do passado com enfoque nas temáticas comuns às memórias de infância escola, família, nascimento e morte e os questionamentos das crianças e adultos sobre estes assuntos.This work aims to a comparative study among three texts of childhood memories: two Argentinians, El Archipiélago (1979), from Victoria Ocampo and Cuadernos de infancia (1937), from Norah Lange and another Brazilian: Infância (1945), from Graciliano Ramos. The analysis of the narrative configuration in these books ask the space recovery outlines the reconstruction of the past with a focus on the common themes of the childhood memories - school, family, birth and death - and the questioning of children and adults about these issues.
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Alexandrino, Helena. "Paisagem-retrato retrato-paisagem - fragmentos de memórias da infância." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/27/27159/tde-12122011-223355/.
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Este trabalho consiste de paisagens e autorretratos, inspirados nas memórias de minha infância. Desenho, gravura e aquarela são os meios utilizados na realização de tais obras, que são acompanhadas por um texto escrito que busca, por sua vez, refletir sobre ou evocar esta memória.This work consists of inner landscapes and self-portraits, inspired by my childhood memories. Drawing, printmaking and watercolor are the means used in carrying out such works, which are accompanaied by a written text that seeks, in turn, to reflect on or evoke this memory.
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Abells, Diana. "My Room." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429809510.
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Dawod, Loukris. ""Är det vårat hus bomben har träffat?" : En kvalitativ studie om vuxnas krigsupplevelser från barndomen." Thesis, Stockholm University, Department of Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-29560.
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The purpose of this study was to illustrate how adult people think that, experiencing a war during their childhood has affected their lives. Questions at issue: 1. what does it mean to live in a war as a child? 2. How do the respondents think about possible significance of experiencing a war in their childhood and how their lives have turned out today? The study is performed with a qualitative method of research, based on studies of literature, two individual interviews and a group interview. The result is presented on the basis of the theoretic perspective-phenomenology. The result connects back to the earlier research within the subject field and analyses through crisis theory, coping theory and KASAM. The result shows that the respondents live the war within themselves. They still have nightmares and flashbacks from the wartime which still torment them. They are using different ways of coping to handle that. The study also shows that the respondents have a positive self-esteem and a great feeling of compassion towards other people, especially towards children who live in war counties.
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Frisell, Kajsa, and Birgitta Jakobsson. "Evolutionsteorin : Har barndomsminnen ett överlevnadsvärde?" Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-13453.
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Forskning om det mänskliga minnet är omfattande och likaså forskning kring evolutionsteorin, men studier som undersöker hur människors barndomsminnen har påverkat deras beteenden och synsätt i vuxen ålder utifrån evolutionsteorin är mer sällsynta. Avsikten med den föreliggande studien var att bidra till att denna kunskapslucka fylls igen. Semistrukturerade intervjuer med tre pedagoger, en socialpedagog, två psykologistudenter, två sociologistudenter samt en sjuksköterskestudent genomfördes med fokus på vilka barndomsminnen de haft, negativa eller positiva, samt hur de upplevt att det påverkat deras beteenden och synsätt i vuxna livet. Informanternas ålder var mellan 25 – 66 år och det var fem män och fyra kvinnor. Utifrån informanternas svar undersöktes om dessa kunde kopplas till evolutionsteorin och om barndomsminnena hade överlevnadsvärden. I resultatet av den tematiska analysen framträdde sju teman: 1. Rädsla, 2. Utanförskap, 3. Hjälpsamhet, 4. Föräldra-/vuxenroll, 5. Tillhörighet, 6. Svek/brist på tillit och 7. Negativa erfarenheter. Studiens resultat ger förståelse för hur barndomsminnen kan påverka människors beteenden samt hur evolutionsteorin kan ta sig uttryck hos människor idag. Resultatet visar människors strävan att ständigt förbättra sina egenskaper genom att lära sig av sina eller andras misstag. Studien ger därmed ett psykologiskt bidrag till den kvalitativa forskningen om hur människors minnen kan anpassas genom generationer utifrån evolutionsteorin.Research in human memory is extensive and so is research on the theory of evolution, but studies that investigate how people's childhood memories have influenced their behaviors and approaches in adulthood based on the theory of evolution are rare. The purpose of the present study was to contribute to the completion of this knowledge gap. Semi-structured interviews with three educators, a social educator, two psychology students, two sociology students and a nursing student were conducted focusing on which childhood memories they have had, negative or positive, and how they have experienced how it has affected their behavior and approach in adult life. The informants were between 25 and 66 and there were five men and four women. Based on the informants' answers, we examined whether these could be linked to the theory of evolution and if childhood memories has survival values whether these could be linked to the theory of evolution and if childhood memories has survival values. In the result of the thematic analysis, seven themes emerged: 1. Fear, 2. Alienation, 3. Helpfulness, 4. Parental / Adult Role, 5. Belonging, 6. Betrayal / Lack of Trust and 7. Negative experiences. The study's results give an understanding of how childhood memories can affect people's behavior and how evolution theory can be applied in people today. The result shows people's efforts to constantly improve their characteristics by learning from their or other’s mistakes. The study thus makes a psychological contribution to the qualitative research on how people's memories can be adapted through generations based on the theory of evolution.
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Vaccarini, Emmanuelle Dias. "Quem vivenciou o que? Memórias e histórias de infância em Rio Novo." Universidade Federal de Juiz de Fora (UFJF), 2009. https://repositorio.ufjf.br/jspui/handle/ufjf/3819.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O foco desta pesquisa foi investigar, através do relato oral das histórias de vidas de algumas professoras aposentadas da cidade de Rio Novo - localizada na Zona da Mata Mineira -, os elementos vivenciados na educação infantil de cada uma. A idéia de realizar a pesquisa em Rio Novo intensificou devido a um pré-conhecimento da história de que a cidade já foi considerada a segunda com o melhor ensino do estado, no início do século XX e a falta de pesquisa que analisa a educação da cidade, a partir do olhar do professor sobre sua trajetória. A proposta foi fazer com que essas professoras rememorassem os elementos que fizeram parte da educação que tiveram na infância, desde brincadeiras, família e alfabetização até o primário, ou seja, acontecimentos que de alguma forma deixaram marca e influenciaram na formação. Na minha busca, não pretendi colocar em xeque o emprego dos termos rural/urbano e popular/erudito, a proposta foi justamente me manter voltada para as histórias, para conhecer elementos que fizeram parte do processo educacional, vivenciados na infância. Meu objetivo aqui, não é julgar a veracidade dos fatos narrados, e sim conhecê-los e registrálos para fins acadêmicos, sociais e históricos. Essa pesquisa foi o meio que encontrei de colaborar na revisão das práticas pedagógicas a partir do olhar do professor de Rio Novo, sobre sua trajetória. Minha intenção foi colaborar na ampliação dos estudos sobre a educação e do conhecimento de um ensino que não é o ensino no qual fui criada, mas sempre ouvia falar. Na pesquisa por mim realizada, busquei como principais referenciais teóricos Ecléa Bosi, Maurice Halbwachs, Pierre Nora, Walter Benjamin, Maria Teresa Assunção Freitas, Manuel Sarmento e Manuel Pinto que serviram como embasamento teórico para que pudesse construir meus passos, pois são pesquisadores preocupados com memória, narrativas, história de vida e infância. Para a realização desta pesquisa, tive contato com algumas professoras que estavam dispostas a rememorar suas trajetórias, com intuito de contribuírem no avanço da educação, pois a partir dessas memórias narradas, elas próprias fizeram uma reflexão do processo educacional familiar e escolar, até o primário, que foi o recorte por mim definido. Para registrar essa pesquisa, utilizei como estratégia o recurso fílmico, no qual temos a possibilidade de perceber os gestos e as feições das narradoras de forma muito próxima, como se estivéssemos presentes no momento que aquela história foi contada. Trabalhar reconstruindo a memória dessas professoras foi permiti-las voltar no tempo e refazer momentos que ficaram marcados. Para mim, foi importante compreender os elementos vivenciados na infância, até o primário e conseqüentemente conhecer a educação ensinada/aprendida na cidade e apreciar um passado que poderia ter desaparecido, com os poucos registros em documentos impressos, já desgastados.
The main focus of this research was to investigate through verbal stories of histories of lives of some retired teachers from Rio Novo - In Zona da Mata Mineira -, the elements who lived deeply the infantile education of each one. The idea of this research in Rio Novo intensify due to a pre recognition of the city history already been considered the second best teaching method, of the State, on the beginning of 20th century and the missing research where analyses the city education, through a teacher path. The purpose was to make these teachers remembered the elements that were part of their education, in other words, moments that in some way left marks and influenced their graduation. On my research, I don‟t pretend to name the job on terms of rural/urban and popular/scholar, the purpose was just to maintain the educational procedured, lived on childhood. My objective here, it‟s not to judge the reality of the told facts, but to know and register them for academic, social and historical reasons. This research was a way I found to collaborate on the reviewing of the pedagogic practice since the teacher‟s point of view of Rio Novo, through their own path. My intention was to collaborate on the expansion of the studies on education and knowlodge of teaching in which it is not similar to what I was taught, but I‟ve always heard. On this research done by me, I put as theoretical reference Bosi, Maurice Halbwachs, Pierre Nora, Walter Benjamin, Maria Teresa Assunção Freitas, Manuel Sarmento and Manuel Pinto who helped as theoretical basement so that I could follow and build my own steps, because they are researchers worried with narratives memories, life history and childhood. For the accomplishment of this research, I contacted some teachers who were willingly remembering their own path, with the intention to contribute on the advance of the education, because since those narrative memories, they could make a reflection of the familiar educational and school process, until elementary school, where it was set the end defined by me. In order to register this research, I used some strategies of filmic resources, in which we have the possibily to see the gestures and the features of the narrators in a very close way, as if we were present on the moment that story was told. Working on reconstructing memories of these teachers was allowing them go back time and remake moments that were significant. To me, it was important to understand the elements lived on the childhood until the elementary and consequently know the taught education/learned of the city and appreciate the past which could have disappeared, with so few registers documents printed, already worned-out.
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Morelli, Ailton Jose. "Memórias de infância em Maringá: transformações urbanas e permanências rurais (1970/1990)." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8137/tde-25082010-222316/.
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O objetivo desta pesquisa é a análise das memórias de infância durante a urbanização da cidade de Maringá, entre 1970 e 1990. A cidade de Maringá foi fundada no final da década de 1940, integrando a colonização do Norte do Paraná. Nas duas décadas seguintes, as características da cidade ficaram mais definidas. Maringá tornou-se centro de distribuição de bens e de prestação de serviços para a região, contando com investimentos empresariais e escritórios regionais de vários órgãos do governo estadual. Além disso, com o avanço do plantio de soja e outros produtos agrícolas, a produção de café deixou de ser a principal fonte econômica da cidade. Até o início da década de 1970, houve um crescimento demográfico expressivo, registrando-se cerca de 130 mil habitantes. Em 1967, foi elaborado, sob orientação do governo estadual, o Plano Diretor de Desenvolvimento que constatou a adiantada urbanização da região central de Maringá e a necessidade de ações públicas urgentes nas áreas periféricas. Para analisar como esse processo, desenvolvido entre 1970 e 1990, foi vivido pelas crianças da época, o uso de fontes orais demonstrou ser o mais indicado. As entrevistas foram realizadas com pessoas que moraram em Maringá no período analisado, nascidas entre 1960 e 1980. Seguiu-se uma distribuição geográfica de suas moradias, estratégia que permitiu uma visão mais ampla da cidade, inclusive da periferia. A abrangência das perguntas possibilitou uma análise da relação dos entrevistados com o seu cotidiano: moradia, alimentação, brincadeiras, trabalho, relações de vizinhança e dos adultos com as crianças; e com a cidade e os serviços oferecidos: saúde, educação, lazer, transporte, entre outros. O trabalho com as fontes orais, além de analisar como o processo complexo de urbanização da cidade ficou registrado na memória dos depoentes, ainda permitiu o aprofundamento na questão da formação da memória da infância nos adultos.This research analyzes childhood memories during the urbanization of the Brazilian city of Maringá between 1970 and 1990. The city was founded at the end of the 1940s as colonization spread to the northern part of Paraná, integrating that area with the rest of the state. Over the following two decades the citys characteristics grew more defined. Maringá became a distribution center for the regions goods and services, benefiting from entrepreneurial investment and the establishment of regional offices for various departments of state government. The expansion of soybean farming and the cultivation of new agricultural products reduced the citys economic dependence on the coffee crop alone. By the early 1970s Maringás population had rapidly expanded to around 130,000 inhabitants, an expansion closely identified with the states 1967 Direction Plan for Development addressing advancing urbanization in Maringás center and the necessity of urgent public action in peripheral areas. Analysing this process, developed between 1970 and 1990, through the eyes of children growing up during this era, the use of oral sources demonstrated being the most indicated. Interviews were conducted with persons born between 1960 and 1980 who lived in Maringá during the 1970-to-1990 study period. In order to provide a complete perspective, the interviewees were chosen from areas geographically distributed across the city, its periphery included. Interview responses permit an analysis of the relationship between the interviewees and factors shaping their everyday lives: housing, food and nourishment, work and play, relationship neighborhood and adult-figures; and also how the subjects interacted with the city as a whole and its various services health, education, leisure, and transportation, among others. The analysis of these oral sources, besides lending insight into the complexities of Maringás urbanization, also shows just how profoundly childhood recollections remain in memory and shape adult lives.
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Arend, Aline. "MEMÓRIAS DE INFÂNCIA: PESQUISA POÉTICA EM ARTES VISUAIS." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/5240.
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Fundação de Amparo a Pesquisa no Estado do Rio Grande do SulThe present Dissertation approaches a study about the artistic construction from the rescue of childhood memories. Its corpus concerns an autobiographic research, which have sought for elements from the long-term memory along with photographs and personal belongs stocked by the artist, enabling a reflection about mechanisms, restlessness and personal reflections in the face of the contemporary art practice. It is presented the poetic construction from artist s books and object books. Mentions about the metal engraving technical procedures are present in this study, since they are an active part of the process of building autobiographical elements from childhood memories. It was created ten works from this research, which were divided in: a unique work (artist s book) called Memory s album and other four series (artists book and object-books). They are: Ways, White Clouds in a Reddish Sky, The Hallway s Corner e The Toy Room.
A presente Dissertação aborda a construção artística a partir do recordar as memórias de infância. Trata-se de uma pesquisa autobiográfica que buscou elementos da memória de longo prazo em conjunção a fotografias e objetos pessoais guardados pela artista, de forma que possibilitassem refletir sobre os mecanismos, inquietações, e reflexões pessoais diante da prática artística contemporânea. Neste sentido, apresento a construção poética desenvolvida a partir de livros de artista e livros-objeto. Também faço menção aos procedimentos técnicos da gravura em metal, já que estes fazem parte ativa deste processo de construção de elementos autobiográficos reelaborados a partir de recordações de infância. Foram criados dez trabalhos a partir desta pesquisa, divididos em: um trabalho único (livro de artista) denominado Álbum de memórias e outras quatro séries (livros de artistas e livros-objeto), sendo elas: Caminhos, As nuvens brancas num céu rosado, O canto do corredor e O quartinho de brinquedo.
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Alegre, Verónica de Medeiros. "Memórias de infância, toxicodependência e vínculos afectivos: um estudo quantitativo com consumidores e não consumidores de substâncias." Master's thesis, [s.n], 2011. http://hdl.handle.net/10284/2542.
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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, especialização em Psicologia Clínica e da Saúde.O presente trabalho tem como objectivo analisar a qualidade da vinculação em adultos consumidores de substâncias. Analisamos a vinculação em dois momentos temporais diferentes que nos remetem para o passado e para o presente dos indivíduos, havendo no meio deles, uma experiência marcante a nível psicológico, familiar e social como é a toxicodependência. Participaram 40 consumidores de substâncias e 40 indivíduos não consumidores de substâncias. Aplicou-se um questionário sócio-demografico adaptado às características de cada grupo e dois instrumentos de avaliação da vinculação (EMBU – Memórias de Infância, adaptada por Canavarro, M (1996) e EVA – Escala de vinculação adulta, adaptada por Canavarro, M. (1995)). Os resultados deste estudo demonstram que a percepção desenvolvida relativamente às primeiras relações pode ter um papel importante no consumo de substâncias e que os vínculos afectivos actuais não resultam apenas das experiências infantis, mas também da experiencia da toxicodependência. This study’s aim is to analyse the attachments in adult substances’ consumers. We have analysed the attachments in two different moments, in the past and in the present. There is in-between a striking psychological and social experience - drug addiction. Forty drug consumers and forty non-consumers have participated in this study. I applied a social-demographic questionnaire, adapted to each group, as well as two attachment assessment instruments (EMBU – Memórias de Infância, adaptada por Canavarro (Childhood Memories, adapted by Canavarro), M (1996) e EVA – Escala de vinculação adulta, adaptada por Canavarro (Adult attachment scale, adapted by Canavarro), M. (1995)). The results of this study have shown that the perception regarding the first relationships may have an important role in the consumption of substances. Moreover, the present affective attachments result not only from the childhood experiences, but also from the drug abuse. Este estudio tiene como objetivo analizar la calidad del apego en consumidores de drogas adultos. Se analizó la unión de dos momentos de tiempo diferentes que se remontan al pasado y el presente de las personas, y hay entre ellos, una notable experiencia psicológica, social y familiar como es la adicción. Los participantes fueron 40 los usuarios de drogas y 40 los individuos no usuarios de drogas. Se aplicó un cuestionario adaptado a las características socio-demográficas de cada grupo y dos herramientas de evaluación de la relación (EMBU - Recuerdos de la infancia, adaptada por Canavarro, M (1996) y EVA - Escala de apego adulto, adaptado por Canavarro, M. (1995)). Los resultados de este estudio demuestran que la percepción desarrollado relaciones con los primeros pueden tener un papel importante en el consumo de sustancias y los lazos emocionales existentes no sólo el resultado de experiencias de la niñez, sino también la experiencia de la adicción a las drogas.
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Sarheel, Maysoon. "Attachement des jeunes adultes antérieurement placés en famille d’accueil : contribution de leurs parcours de placement ainsi que de leur perception du soutien des parents d'accueil : validité psychométrique d’une version française de la mesure de qualité d’attachement adulte MAQ-Fr." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC048.
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Ce travail se compose de deux études principales : La première étude est destinée à valider une version française de l’échelle d’évaluation des qualités d’attachement adulte (MAQ ; Carver, 1997). La deuxième étude est destinée à évaluer les qualités d’attachement chez les jeunes adultes antérieurement placés en famille d’accueil et de les mettre en perspective avec la perception qu’ils ont du soutien parental reçu dans le cadre familial de substitution (famille d’accueil ou assistante familiale). Les résultats de la première étude montrent que l’échelle de MAQ-Fr présente des niveaux adéquats de cohérence interne, de stabilité temporelle et d’une bonne validité du construit. Nous pouvons considérer qu’elle constitue donc un bon outil d’évaluation des qualités d'attachement auprès d’une population d’adultes français. Les résultats de la deuxième étude montrent que les jeunes accueillis avaient été marqués par leur expérience de placement. Leurs types d'attachement à l'âge adulte ont été influencés dans une certaine mesure par leurs expériences individuelles en famille d'accueil. Ces types d'attachement sont liés à la fois au soutien parental de substitution et aux conditions dans lesquelles se sont effectuées le /ou les placements. Les types d'attachement insécure influencent l'évolution relationnelle des adultes anciens placés en famille d'accueil. Ils ont alors développé des « modèles internes opérants » provoquant des défenses qui renforcent en fait les angoisses et la méfiance déjà présentes du fait des traumatismes relationnels précoces. Cette étude fournit à la fois des indices positifs comme quoi les enfants placés subissent des souffrances liées à leurs difficultés d’attachement et que celles-ci peuvent se trouver modifiées en bien ou en mal selon la sensibilité des milieux d’accueil à ces difficultés d’attachement. Les résultats obtenus mettent en lumière l'importance de s'intéresser au placement en famille d'accueil et aux relations entre les jeunes placés et les parents d'accueil, celles-ci étant des facteurs susceptibles d'influencer dans une forme de sécurisation l’attachement à l'âge adulte tout en renforçant l’autonomisation et les capacités de mentalisationThis work is composed of two main studies: The first study intended to validate a French version of the of the measure of adult attachment qualities (MAQ; Carver, 1997). The second study is designed to assess the attachment qualities of young adults previously placed in foster care and put them in perspective with the perception they have of parental support received in foster care. The results of the first study show that the MAQ-Fr scale has adequate levels of internal consistency, temporal stability, and good construct validity. We can consider that it is therefore a good tool for assessing the qualities of attachment to a French adult population. The results of the second study show that the participants have been affected by their foster care experience. Their relationship styles indicate that their attachment style in adulthood has been influenced to some extent by their individual experiences in foster care. These types of attachment are related both to foster parental support and the conditions in which the placement (s) was made. Insecure attachment patterns influence the relational evolution of adults who have been in foster care. They then developed "working internal models" hat provoke defenses that actually reinforce the anxieties and mistrust already present due to early relationship traumas. This study provides both positive indications that the children placed suffer pain related to their attachment difficulties and that these can be modified in good or bad according to the sensitivity of the host environments to these difficulties of 'attachment. The final results highlight the importance of foster care placement and relationships between young in foster care and their foster parents, as these factors are likely to influence attachment in adulthood in a form of securing while reinforcing empowerment and mentalizing abilities
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Morris, Joanne B. "Reflective thinking in early childhood education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.
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Nascimento, Lilian Cristine Ribeiro 1966. "Memorias da infancia : ressignificações do fracasso escolar." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252070.
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Orientador: Regina Maria de SouzaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo : Este trabalho tem como objetivo compreender a questão do fracasso escolar a partir da perspectiva da psicanálise. Tomando como foco o mecanismo psicanalítico da identificação, analiso a fala de três mulheres, mães de crianças encaminhadas por suas escolas à clínica fonoaudiológica, com queixa de dificuldade de aprendizagem da leitura e escrita. Essas mães, ao narrarem as dificuldades dos filhos, remetem suas falas à própria história, rememorando a própria infância, uma vez que também elas vivenciaram o drama do "fracasso escolar". A abordagem metodológica tem como base o horizonte teórico da Análise do Discurso Francesa, que me permite olhar os discursos produzindo sentidos e reconstruir a trajetória dos processos históricos e sociais que os constituem. Procuro entender esses sujeitos determinados por suas histórias que, vivenciadas na infância, produziram marcas em seu inconsciente, e que agora afloram em seus discursos através das experiências que revivem com seus filhos. Nessa perspectiva, entendo o fracasso escolar não como uma manifestação de uma incapacidade do sujeito, mas como um sintoma que é, de certa forma, manifestado pela criança numa tentativa de se alçar no desejo materno
Abstract : This work aims to comprehend the school failure issue from a psychoanalytical perspective. Focusing on the psychoanalytical identification mechanism, I analyze the discourse of three women whose children were referred to the speech therapy clinic by their schools because of their reading and writing learning problems. Those mothers, when talking about their children¿s difficulties, refer to their own history by recalling their own childhood, when they had also gone through the ¿school failure¿ drama. The methodological approach is based on the theoretical horizon of the French Discourse Analysis, which allows me to look at the discourses as meaning producing, and to reconstruct the trajectory of the historical and social processes that constitute them. I try to understand those subjects who have been determined by their histories, whose childhood experiences have not only marked their unconscious minds but have also resurfaced in their discourses through the experiences they go through again with their own children. Under this perspective, I do not see school failure as a manifestation of incapability by the subject but as a symptom which is, in a certain way, manifested by the child as an attempt to rise within the mother¿s desire
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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McKerrow, Neil Hugh. "Childhood sexual abuse : the Red Cross War Memorial Children's Hospital experience, 1986-1988." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/27189.
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This retrospective descriptive study reviews sexually abused children who presented to the Child Abuse Team at the Red Cross War Memorial Children's Hospital (RCWMCH) between 1 January 1986 and 31 June 1988. During this period 365 children were referred to the Child Abuse Team, of whom 357 were entered into this study. 297 of these were cases of confirmed sexual abuse. There were 48 male children and 123 children under 6 years of age. Most children were victims of a single episode of sexual abuse with only 13, 7% presenting following repeated abuse. More serious forms of sexual abuse, rape or sodomy, were common, accounting for 60% of the cases. Over 70% of the children had physical signs to substantiate their claims of having been sexually abused. Sexually transmitted disease was a common finding, being present in 15,6 % at presentation. All children were accompanied to hospital by an adult, usually a parent. 60% of the children presented directly to RCWMCH. A delay between abuse and presentation was common, only 42% of the children presenting within 48 hours of having been abused. Physical problems frequently required management. Very few children received more than crisis intervention for their emotional state and only 20% needed any form of intervention to ensure their safety. Only 1% of cases involved a female abuser. In general, the age of the abuser was older than previously reported with 18, 6% being under 20 years of age. The relationship between abused and abuser was similar to that described in the literature, as was the reaction of the family against the abuser. 27,4% were prosecuted and of those that appeared in court 7 4, 5% were convicted. Further comparison of the following sub-groups of abused children are presented: male and female, young and old, intrafamilial and extrafamilial abuse, a single episode of abuse and repeated abuse.
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Leme, Fernanda de Lucca. "Memorias de um parque infantil em Campinas : vestigios do pensamento de Mario de Andrade." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251493.
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Orientador: Agueda Bernardete BittencourtDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo examina o Parque Infantil Celisa Cardoso do Amaral, em Campinas, instituição pioneira na educação das crianças pequenas, inspirado no projeto de Mário de Andrade, quando de sua passagem pelo Departamento de Cultura da cidade de São Paulo. Foi tomado como local de observação sobre a sobrevivência desse projeto na educação paulista, para esse estudo fixamos o período em que o Parque foi de responsabilidade do Serviço de Assistência Sócio - Econômica, (1942 à 1981), antes de migrar para a Secretaria de Educação. Organizado em três capítulos, buscou nos documentos as propostas e garantias de implantação desse Parque Infantil de Campinas, tentando responder às seguintes questões: quais os agentes sociais responsáveis pela instalação dos parques infantis em Campinas, quem patrocinou o projeto e o prédio da instituição, e se em sua proposta inicial foi uma instituição experimental. Relacionou-se a expansão dos parques infantis a partir de São Paulo, recorrendo ao pensamento de Mário de Andrade sobre a infância e a educação, na tentativa de identificar as preocupações dos fundadores do Parque Infantil e suas concepções sobre a produção da cultura infantil.
Abstract: This study is about the CC Amaral Parque Infantil in Campinas, a pionner institution in the education of young children inspired in the project of Mario de Andrade, when he took part in the Department of culture of the city of São Paulo. It was taken in sight of observation the survival of this Project in São Paulo's educational system. For this study we fixed the period when the Parque was under responsability of the "Social Economic Assistance Service", (from 1942 to 1981), prior to its migration to the "Secretary of Education". Organized in three chapters, the documents have been researched for the proposals and warranties of implementation of this Parque Infantil, trying to answer the following questions: who were the social agents responsible for the instalations in Campinas, who spousored the project and wether in it's early proposal it was an experimental Institution.
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Singleton, Carmella. "The development and implementation of a reflective mentoring program for early childhood educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq25887.pdf.
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Abbott, Frances S. "Views on the roles in early childhood education found in selected post-secondary diploma programs in the province of Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0029/MQ47433.pdf.
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Young, Elizabeth Karen. "What parents know and what parents need to know to foster preschool emergent literacy : a rural perspective /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36195.pdf.
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Gilbert, Rodney D. "Hepatitis B virus associated nephropathy : a clinico-pathological study of patients presenting to the Red Cross War Memorial Children's Hospital." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/25720.
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Goudie, Valda Lianne. "Going places : a thematic unit for kindergarten based on a functional perspective for learning language /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36128.pdf.
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Jesso, Beulah A. "The effects of parental style on narrative production in preschoolers : an intervention study /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36141.pdf.
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Hirzel, Lara. "Châteaux intérieurs : du théâtre de la mémoire aux espaces imaginaires." Thesis, Paris Sciences et Lettres (ComUE), 2016. http://www.theses.fr/2016PSLEE057/document.
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Châteaux intérieurs, du théâtre de la mémoire aux espaces imaginaires est une thèse composée de trois films, d’une installation vidéo et de deux scénarios. Ces travaux reposent sur des interrogations liées au lieu et à sa mémoire. Des mnémotechniques rhétoriques de l’antiquité aux usages du flashback dans le montage cinématographique, cette recherche traverse les champs de la photographie, des arts plastiques, de la littérature et du cinéma afin d’inventer ses propres usages plastiques de concepts philo- sophiques. Chaque projet développe sa façon propre d’aborder le sujet de la représentation d’un espace fantasmé, imaginé; façons liées au « genre » des propositions, à la place laissée au spectateur et, au cœur même des films, à la multiplicité des subjectivités des personnages. Ainsi, le film Demeure convoque saint Augustin et l’art de la mémoire tandis que Sirènes joue des effets de montage et de réminiscences. Les Passages secrets lie lieux réels et espaces fictionnels par l’installation in situ dans le village de Binic. La déambulation est alors une autre manière de rejouer le trajet discursif de la méthode des loci. Le scénario Sans Perceval, adapté des Vagues de Virginia Woolf, singularise quant à lui une multiplicité de points de vue sur un même temps partagé dans un lieu unique. D’une autre manière, Les Atomes joue avec la figure de la baleine comme lieu symbolique sur lequel achoppent et divergent les imaginaires. Enfin, en utilisant l’idée d’espace intérieur dans la fiction même, le projet des Châteaux intérieurs propose une voie d’actualisation d’anciennes propositions philosophiques et théologiques, autour d’une variation moderne du personnage de sainte Thérèse d’Avila. Ce dernier scénario agrège ainsi plusieurs concepts fréquemment évoqués, repris, mentionnés dans la topique chrétienne, ici distordus, transformés et utilisés dans la fiction mêmeThe thesis Mind Palaces, from Memory Theatre to Imaginary Spaces is composed of three films, one video installation and two scripts. These works focus on questions of places and their memory. From ancient rhetorical mnemonics to the use of flashbacks in film editing, this study covers the fields of photography, fine arts, literature and film, in order to come up with its own artistic interpretation of philosophical concepts. Each project develops its own way of broaching the representation of a dreamt-up, imagined space; be it relating to the "genre" of proposals, to the role given to the audience, or, at the very heart of the films, to the multi- plicity of subjectivities of the characters. Thus, the film Remains evokes Saint Augustine and the art of memory, whilst Mermaids plays with various editing and reminiscence effects. Secret Passages links real places and fictional spaces through the in situ installation in the village of Binic, and the act of wandering therefore beco- mes another way of replaying the discursive journey in the method of loci. As for the Without Percival script, based on Virginia Woolf's The Waves, it differentiates between multiple points of view on a given moment shared in a single place. In a different way, Atoms plays with the whale as a symbolic place against which imaginations wash up and diverge. Finally, by using the idea of an interior space within the fic- tion itself, the Mind Palaces project provides a way of updating ancient philosophical and theological theories, based on a modern variation of Saint Teresa of Ávila. This last script combines a number of concepts that are frequently alluded to, revisited and mentioned in Christianity, and are here distorted, transformed and used in the fiction itself